Performance Management Training for Reviewers

1. Performance Management Trainingfor Reviewers

2. Agenda • Welcome and Introductions • Overview of the Revised Regulations • The Performance Management Cycle • The Planning and Review Meeting • Setting Objectives • Lesson Observation, Performance Criteria & Evidence Gathering • Timescales • Roles and Responsibilities • CPD • Quiz • Next Steps

3. Overview of the Revised Regulations The Education (School Teacher Performance Management) (England) Regulations 2006 were laid on the 9th October 2006

4. Reasons for Revised Regulations • Reflect recent developments in working practice: • 2002 Education Act • New Teacher’s Professionalism • National Agreement • Pay Structure • Review of staffing structures • Need to embed good practice

5. PM and New Professionalism • Teachers to feel confident and empowered to participate fully in PM • Professional dialogue between teachers and their line manager • Professional development should be an ongoing part of every day activities, not an add-on • Entitlement and duty to engage in school-focused CPD

6. Revised PM Arrangements • Implementation from September 2007 • “Non-bureaucratic, streamlined, multi-purpose” arrangements • Contribute to raising standards and tackling workload • Effective, transparent and fair – and applied consistently • Consistent with Equal Opportunities

7. Key Elements • Assessment of overall performance • Assumption of minimum standards being met • Key priorities reflected in planning statement • Professional standards • Professional development • “No surprises”

8. The Revised Regulations – What’s New? • Planning meeting • Classroom observation • Review and link to pay • Roles and responsibilities • Process and timing

9. The Meeting

10. The Planning Meeting – the revised regulations • The Planning Meeting - the reviewer and reviewee meet at the start of the cycle to agree: • The reviewee’s objectives • Arrangements for observing reviewee’s performance in the classroom • Any other evidence to be taken into account in assessing performance • The performance criteria for the above • Support/ CPD to be provided to reviewee • Timescales for achievement of the objectives and within which support will be provided • Reviewee’s training and development needs and actions to be taken to address them • Outcome will represent overall performance

11. The Planning Meeting- what the revised regulations say [contd] • The Planning Meeting - Reviewers will need to consider: • The reviewee’s job description • Any relevant pay progression criteria • Any relevant whole-school or team objectives specified in the School Improvement Plan • The reviewee’s professional aspirations • The relevant professional standards • How to reflect the reviewee’s need for a satisfactory work life balance

12. The Planning Meeting- what the guidance says • Well planned event –see notes on preparation which follow (In Roles and Responsibilities section) • Sufficient directed time (1265 hours) set aside • Lunch breaks and PPA time must not be used for this purpose • Professional dialogue with both parties playing an active part • Realistic and manageable, and taking account of the desirability of a satisfactory work/life balance

13. The Performance Management Cycle The Meeting – Setting Objectives: The Context

14. Overall Performance of the Teacher: In the light of……. School Personal SIP SEF Job Description Professional Standards Last Review Pay Progression Career Aspirations Raising Standards for pupils

15. Objective Setting- what the guidance says Objective Setting • Focus on priorities for the individual • Objectives should be time bound, challenging and achievable • Different timescales for different objectives • No specified number or type • Reviewers responsible for ensuring rigour • Reflect the need for a satisfactory work-life balance • Reflect experience and aspirations

16. Principles of effective objectives • SMART These should take into consideration • Pupil progress • Career progress and aspirations • Worklife Balance • Equal opportunities Objectives can span more than one cycle

17. Activity 1: Determining Objectives Read the examples within the matrix. In small groups consider to what extent they meet the principles from the previous slide and be prepared to feed back.

18. Development Target drawn directly from School Development PlanRaise the standard of boys performance in Science at KS4 to match school and national targets

19. Activity 1 continued Read through the vignette in your pack and then working as a group write an appropriate objective for this teacher.

20. PERFORMANCE CRITERIA • Are agreed and recorded at the planning meeting • Must relate to the objectives • Are specific for the PM observation (s) • Are the basis for assessment • Inform pay progression where appropriate

21. PERFORMANCE CRITERIA Will clarify what success looks like and may include qualitative and quantitative indicators: • Actions to be undertaken by the teacher with accompanying timescales (behaviours) Lead a whole school A4L staff meeting on “effective plenary” . June 2007 • Measurable/detectable outcomes(Qualitative and Quantitative) A common tracking document is used across the key stage. 75% of Y2 will achieve Level 2B+ in Writing • Impact indicators Boys demonstrate more positive attitude to reading in classroom setting Greater level of professionalism in KS team (Professional Skills Team working and collaboration P11)

22. Mapping Objectives and Performance Criteria Teacher with TLR post for English in a primary school

23. Activity 1 continued Alongside the objective for this teacher which you have written, complete the Success criteria and Evidence base sections

24. Classroom Observation and other evidence gathering

25. Performance Management Cycle • Monitoring & Supporting • Monitoring of performance throughout the cycle • Provision of agreed support • Evidence collection • Ongoing professional dialogue • Planning • Objectives set • Classroom observation and evidence collection agreed • Performance criteria for the above set • Support, training and development agreed • Timescales set • Reviewing • Overall assessment of individual’s progress against the performance criteria • Recommendations for pay progression made for eligible teachers • No surprises

26. Classroom Observation • Maximum 3 hours observation per teacher per cycle • Clear rationale and focus – supportive & developmental • Proportionate to need • Multi-purpose where possible • Prompt feedback

27. Lesson observation Observe the lesson shown, How does the lesson contribute to the agreed objective? What are the strengths and areas for development? What ideas would you suggest for improvement?

28. Evidence Gathering Evidence may include: • Lesson observations • Performance data • Reviews • Surveys • Documentation produced by reviewee • CPD outcomes

29. Evidence GatheringOverview • Can only be provided by persons with direct professional knowledge of the teacher • Must be agreed and recorded in the planning meeting • May be qualitative as well as quantitative • Should mainly be produced through the school’s normal systems and procedures for self-evaluation and improvement • Gathered in accordance with school PM policy and lesson observation protocol

30. Evidence Gathering Remember this is a professional dialogue • The reviewee as well as the reviewer should be proactive in identifying appropriate evidence and maintaining an evidence base. • Reviewers must share all evidence as it is collected. • Evidence should be maintained throughout the life of an objective which may be longer than a review cycle. • Evidence need not be maintained beyond the relevant period. • If the evidence points to a likelihood of failing to meet criteria, it may occasion an interim review meeting

31. Review and the link to pay

32. Review and the Link to Pay • Review against agreed performance criteria • Review forms the basis for recommendation for pay progression (eligible teachers) • Double increments (rare) • Post-threshold (i.e. above UPS1) • AST Spine • Leadership Spine • Contribution to Threshold Assessment • Normally at the same time as the planning meeting

33. In the example Planning and Review statement provided • Firstly examine the assessment of performance section (Top Box) • Does the evidence outlined indicate that the overall performance met the objectives that were set? • Could the evidence have been better (better written)? • Was the judgement appropriate and appropriately written? • Now examine the Objectives section (Second box) • Are they suitable objectives? • Is the success criteria and monitoring appropriate? • Now examine the other sections • What are the strengths of the sections? • What could be improved?

34. Roles and responsibilities

35. Roles and Responsibilities • Headteacher is reviewer for all teachers, but may delegate the role, in its entirety, to a teacher’s line manager. • Hold the planning meeting • Prepare planning statement • Ongoing professional dialogue with reviewee • Review of performance • Pay recommendation (where applicable)

36. Preparing for the meeting Reviewers should be well prepared for the planning and review meeting,and may find it helpful to: For the review of the last cycle: a Check the previous objectives in the planning and review statement and that all the elements have been addressed b Check that all documents to which they will refer at the meeting have been shared with the reviewee, to assist their preparation for it.

37. Preparing for the meeting Reviewers should be well prepared for the planning and review meeting,and may find it helpful to: In preparing for the next cycle: c Consider the improvement objectives in the school SEF and the SDP and how these may be relevant to the reviewee. d Ensure you are familiar with the standards especially those appropriate to the reviewee’s current and next career stage, and the relevant criteria for pay progression. e Ensure you have consulted with relevant third parties with direct professional knowledge of the reviewee, about possible objectives for the next review cycle, performance criteria, evidence, arrangements for collecting it and support to be provided to the teacher.

38. Preparing for the meeting Reviewees should play an active part in the meeting. They may find it helpful to consider the following ways of preparing: For the review of the last cycle: a Reflect on their achievement in the last performance management cycle, b Ensure they have copies of any relevant documentation and evidence, and written feedback on classroom observations. c Identify any issues that have affected their performance, positively or negatively d Consider any issues about the planned support they needed/received. e Assess the impact of the engagement in professional development, both their own and their support for the professional development of others. f Reflect on how far they have met the agreed performance criteria.

39. Preparing for the meetingReviewees should play an active part in the meeting. They may find it helpful to consider the following ways of preparing: In preparing for the next cycle: g Consider what they would like to achieve in the next cycle taking account as appropriate of departmental, faculty, year group or whole school improvement plans. h Consider the standards which apply to their current career stage and those to which they might progress, and, where the reviewee is eligible for pay progression, the relevant criteria for pay progression. i Identify what professional development might help them develop their practice further. j Consider their professional aspirations.

40. Process and Timing

41. Process and Timing • The annual cycle must be completed by 31st October for teachers. • Maximum 30 working days from planning meeting to final planning statement:

42. Preparation of Planning Statement Moderation by Headteacher Planning Statement Changed (if needed) 5 days 5 days 10 days 10 days Day 1 - Planning meeting Reviewer prepares & signs planning & review statement Statement passed to teacher Reviewee may add comments Reviewee signs statement Statement submitted to HT Within 10 working days of receipt of the statement the HT may review the statement, and may instruct the reviewer to make changes Consult with reviewee New planning & review statement prepared & signed Statement to reviewee to add comments and sign Signed statement submitted to HT Appeal if no changes Appeal if changes

43. Monitoring / Performance Concerns • Professional dialogue throughout the year • Reviewer or reviewee may request revision meeting if there is a significant reason: • Concerns over performance (not necessitating formal capability procedures) • Long term absence of reviewee • Change in responsibilities of reviewee • Interim planning statement appended to original.

44. Continuing Professional Development

45. Continuing Professional Development - what the guidance says • As part of the planning and review meeting the reviewer and the reviewee need to discuss: • The support to help reviewees meet the performance criteria • The reviewee’s training and development needs • Reviewees • should feel they have an entitlement to effective, sustained and relevant professional development • should play an active role in their own professional development • Reviewers must provide the Training and Development Annex to the CPD coordinator • Head teacher to report annually to governing body on teachers’ training and development needs

46. Continuing Professional Developmentand the new teacher professionalism RIG believes that schools and reviewers need to extend their understanding of CPD: Reviewers need to be aware of the scope for in-school and cross-school CPD activities, such as: • coaching and mentoring, • learning from others’ practice through structured, supportive, developmental classroom observation • other forms of professional collaboration. This needs to happen in the context of effective management and leadership and in a culture of openness and mutual professional respect.

47. What are the implications for the reviewer? All reviewers need to know: • Who is the CPD leader in the school • The School’s CPD policy (example attached) • What CPD is already organised in the school • The types of CPD available and their benefits and costs (see next slide and task) • What type of CPD will best match the reviewee’s needs • Whether the reviewee can offer CPD / coaching / mentoring themselves • How to complete the CPD annex

48. CPD PROCESS COST BENEFITS DRAWBACK MAXIMISING EFFICIENCY CPD approaches and their costs and benefits – Task to follow Attendance at a lecture, course or conference High Specialists, Meeting others, Resources provided, Supply cover, Disruptive, Not always meets the needs, Ensure purpose is clear, Dissemination system in school Working in a learning team in the school Moderate / varies Teamwork Shared ideas Shared goal Seen as extension to the day job and not CPD Ensure clear focus Clear ground rules All need to have ownership

49. Task – in groups, select 3 and complete the CPD grid provided • Some Workforce Development Approaches • Collaborative teaching / planning • Modelling, master classes, demonstration lessons • Observing colleagues teach • Using an external consultant • Visiting another school to observe or participate • Collecting and analysing pupil data • Observing pupil responses to learning activities • Developing resources with colleagues • Engaging with a subject association • Leading / contributing to staff meeting • Reading educational / academic texts • Videos / ICT • Whole school inset days

50. Activity : Writing a PM target Re-read the vignette • Suggest the CPD support for the objective already produced • Identify a possible second performance objective. Using the grid provided, record this objective, the success criteria, the evidence base and possible CPD support.